Success and Failure in Active Learning Instruction Sessions to Undergraduate Marketing Students
Planning instruction sessions is difficult, especially when marketing students see the same librarian teaching the same business resources in multiple classes, over multiple years. Facing the challenge of keeping the instruction sessions fresh and relevant forces the author to create and reinvent lessons plans for each class. As a firm believer in using active learning as a pedagogical tool, the author's library classes incorporate tools like Poll Everywhere and in-class exercises. This poster details two attempts made this past semester in using active learning in instructing two marketing classes. One lesson had a “Choose Your Own Adventure” theme where students used Poll Everywhere to vote on which databases they wanted to learn and then answered corresponding practice questions. The other lesson plan involved step-by-step pre-written instructions for using several databases which forced students to learn the databases on their own and then present their findings to the class. Based on responses to the in-class exercises, the former lesson plan failed while the latter succeeded. This poster describes the two lesson plans in step-by-step detail using graphics and flowcharts. It breakdowns what went well, was less effective, and what can be improved. This contributes to the larger conversation regarding innovative instruction techniques and tools business librarians are using to teach business students. This poster was presented at the 2016 Special Libraries Association (SLA) Annual Conference in Philadelphia, PA on June 14, 2016.
Gilbert, Stacy (2016). Success and Failure in Active Learning Instruction Sessions to Undergraduate Marketing Students. Available electronically from